The research problem of this study was to determine the pretest and posttest cluster scores of high school students in a theater class as measured by the Piers-Harris Children's Self-Concept Scale.

The purpose of this project was to design a values package to create awareness and understanding for seventh grade students in the value system so as to achieve a more complementary classroom atmosphere. The value system is a new concept based on Clare Graves' seven levels of psychological existence: Reactive, Tribalistic, Egocentric, Conformist, Manipulative, Sociocentric, Existential. In addition, the package was designed to integrate the affective and cognitive levels of learning into an experimental learning situation. The package included written material, games, and activities which are all designed to create self-awareness and maintain relevancy for the students.

Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.